Saturday, March 9, 2019

Friday/Monday, March 8/11, 2019


Announcements and Reminders for Friday/Monday, March 8/11, 2019:
                         
Friday, March 8 is the last day of the Third Term.
Please hand in your unused hall passes.  

Don't forget Daylight Savings Change on Saturday night!  



Monday -- new term, clean slate, new beginning.  

If you didn't hand in the How They Croaked Project, or  if you got a score on it that resulted in an F grade for the term, please hand it in or finish and resubmit it on Tuesday, March 12, so we can try to post a grade change before  "report cards" are posted. 
On February 27/28, students handed in the project including these parts for 250 points on the third term grade:
1. Rubric with your name
2. Main Idea/Supporting Details  with reflection on the back
3.  Final Draft with title page, introduction page including the tombstone with basic information, introduction, body paragraphs about your famous person's life and death (mixed together using transitions), two sentence imitations highlighted in green, three opinions highlighted in yellow, and a conclusion,
4. Peer-Reviewed  Rough Draft

The How They Croaked Chapter Assignment - STUDENT SAMPLE


Targets for Today:

I understand these basic elements of literature:  plot, setting, character. and theme.  


Today’s  Agenda for Friday/Monday, March 8/11, 2019:

Students went to four stations to review character, setting, plot, and theme.




If You Were Absent:



Vocabulary:

Plot                  the series of related events that make up the story
Exposition      the beginning of the story that introduces the setting and main characters
Inciting Incident  :  the event or decision that causes the major conflict in the story
Rising Action : the part of the story in which the action keeps getting more intense, building toward a climax 
Climax:  the point of the story when the tension and excitement are at their highest level.      
Falling Action: what happens after the main problem of the story has been resolved
Resolution    the ending of the story -- how it turns out.


Conflict         the problem in the story
     Internal Conflict  happens inside the protagonist
     External Conflict a problem that is outside the protagonist.  It comes from another character, nature, society, fate, or the supernatural 

Character:  Character can be defined as any person, animal, or figure represented in a literary work. (Study.com)

Antagonist   -- the "bad" guy (or force) that causes the problem for the protagonist
Protagonist   -- the "good" guy -- the main character 




Setting   when and where the story takes place


Theme    the message about life or human nature expressed in the story




 Help and Enrichment 

Tuesday, March 5, 2019

Wednesday/Thursday, March 6/7, 2019



Announcements and Reminders:
        
 February 28 was the last day to hand in late work, revised work, and extra credit for Term 3 unless you have made arrangements with the teacher. 
March 8:  Last day of Term 3   -- Hand in your unused hall passes. 

Make sure you have turned in your Research Questions paper.     


On February 27/28, students handed in the project including these parts for 250 points on the third term grade:
1. Rubric with your name
2. Main Idea/Supporting Details  with reflection on the back
3.  Final Draft with title page, introduction page including the tombstone with basic information, introduction, body paragraphs about your famous person's life and death (mixed together using transitions), two sentence imitations highlighted in green, three opinions highlighted in yellow, and a conclusion,
4. Peer-Reviewed  Rough Draft


The How They Croaked Chapter Assignment - STUDENT SAMPLE
             



Targets for Today:
 I can define inference.
I can make an inference about life in Jonas' community.
I can cite 2 quotes that support my inference.
I can explain how my quotes suggest my inference. 



Today’s  Agenda:

1. Making an inference about a short-short story. 



2. Making inferences about similarities and differences between the Community in The Giver and our own world. 
Use the "It Says. . . . I Say. . . .  And So. . . ." graphic organizer to make inferences using the first five chapters of The Giver.   





If You Were Absent:



Read this very, very short story “The Question” by Steve Hall—


"Starry night. Perfect time. Dinner by candlelight. Fancy Italian restaurant. Little black dress. Beautiful hair, sparkling eyes, feminine laughter. Together two years. Wonderful times. True love, best friend, no one else. ... On one knee. People stare. So what? Lovely diamond ring. Blush. Beautiful smile.   No?!"

What happened? How did you know? What you just did was take what the story said and what you know about the topic of the story and put them together to make a guess at what happened. A guess made from what the text says and what you know is called an inference.  We will be making inferences with The Giver.


Vocabulary:




 Help and Enrichment 



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Friday, March 1/Tuesday, March 5, 2019


Announcements and Reminders for Friday, March 1/Tuesday, March 5, 2019:
  
Never give up. 
                       
 February 28 was the last day to hand in late work, revised work, and extra credit for Term 3 unless you have made arrangements with the teacher. 
March 8:  Last day of Term 3   -- Hand in your unused hall passes. 


On February 27/28, students handed in the project including these parts for 250 points on the third term grade:
1. Rubric with your name
2. Main Idea/Supporting Details  with reflection on the back
3.  Final Draft with title page, introduction page including the tombstone with basic information, introduction, body paragraphs about your famous person's life and death (mixed together using transitions), two sentence imitations highlighted in green, three opinions highlighted in yellow, and a conclusion,
4. Peer-Reviewed  Rough Draft

Make sure you have turned in your Research Questions paper. 


Targets for Today:

I can consider big ideas in literature.
I can use dictionaries and/or context clues to determine the meaning of words.



Today’s  Agenda Friday, March 1/Tuesday, March 5, 2019:

Make sure you have turned in your Research Questions paper. 

Class Discussion:  What makes life meaningful?  
   Each class created a chart. 

Contrasting Definitions:  
Students looked up words in a dictionary to determine their meaning to our society. 
(Any students who do not finish filling in the information for all four words should complete that as homework.)  
They will watch for what the words seem to mean in the society of The Giver,  using what happens in the book, what characters do, and what characters say.  


Students listened to and read along with the first two chapters of the book, watching for the meaning of release, New Child, and comfort object.





If You Were Absent:

See above.  You can read the chapters at http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf

or 

or 



Vocabulary:



 Help and Enrichment 


Monday, March 4, 2019

The Tale of Custard the Dragon

THE TALE OF CUSTARD THE DRAGON

By Ogden Nash

Copyright Linell Nash Smith and Isabel Nash Eberstadt

Belinda lived in a little white house, 
With a little black kitten and a little gray mouse, 
And a little yellow dog and a little red wagon, 
And a realio, trulio, little pet dragon. 
Now the name of the little black kitten was Ink,
And the little gray mouse, she called her Blink,
And the little yellow dog was sharp as Mustard,
But the dragon was a coward, and she called him Custard.
Custard the dragon had big sharp teeth,
And spikes on top of him and scales underneath,
Mouth like a fireplace, chimney for a nose,
And realio, trulio, daggers on his toes.
Belinda was as brave as a barrel full of bears,
And Ink and Blink chased lions down the stairs,
Mustard was as brave as a tiger in a rage,
But Custard cried for a nice safe cage.
Belinda tickled him, she tickled him unmerciful,
Ink, Blink and Mustard, they rudely called him Percival,
They all sat laughing in the little red wagon
At the realio, trulio, cowardly dragon.
Belinda giggled till she shook the house,
And Blink said Week!, which is giggling for a mouse,
Ink and Mustard rudely asked his age,
When Custard cried for a nice safe cage.
Suddenly, suddenly they heard a nasty sound,
And Mustard growled, and they all looked around.
Meowch! cried Ink, and Ooh! cried Belinda,
For there was a pirate, climbing in the winda.
Pistol in his left hand, pistol in his right,
And he held in his teeth a cutlass bright,
His beard was black, one leg was wood;
It was clear that the pirate meant no good.
Belinda paled, and she cried, Help! Help!
But Mustard fled with a terrified yelp,
Ink trickled down to the bottom of the household,
And little mouse Blink strategically mouseholed.
But up jumped Custard, snorting like an engine,
Clashed his tail like irons in a dungeon,
With a clatter and a clank and a jangling squirm
He went at the pirate like a robin at a worm.
The pirate gaped at Belinda's dragon,
And gulped some grog from his pocket flagon,
He fired two bullets but they didn't hit,
And Custard gobbled him, every bit.
Belinda embraced him, Mustard licked him,
No one mourned for his pirate victim
Ink and Blink in glee did gyrate
Around the dragon that ate the pyrate.
Belinda still lives in her little white house,
With her little black kitten and her little gray mouse,
And her little yellow dog and her little red wagon,
And her realio, trulio, little pet dragon.
Belinda is as brave as a barrel full of bears,
And Ink and Blink chase lions down the stairs,
Mustard is as brave as a tiger in a rage,
But Custard keeps crying for a nice safe cage.


1936

found at https://www.eecs.harvard.edu/~keith/poems/Custard.html

Friday, March 1, 2019